Vocational Qualifications

Component 1 – Learners will develop their understanding of what makes an effective user interface and how to effectively manage a project.

They will use this understanding to plan, design and create a user interface. In this component, you will learn different project planning techniques that can be used to plan and deliver a project that meets a set of user requirements. You will learn the different design principles that can be used to design effective user interfaces and apply appropriate project planning techniques to create a user interface that meets user requirements.

Learning outcomes 

• A Understand interface design for individuals and organisations 
• B Be able to use project planning techniques to plan, design and develop a user interface 
• C Be able to review a user interface.

Component 2 – Learners will understand the characteristics of data and information and how they help organisations in decision making. They will use data manipulation methods to create a dashboard to present and draw conclusions from information.

In this component, you will learn the different data manipulation tools that can be used to change the way that data is presented. You will provide clear summaries of the data and present them in a dashboard that will allow organisations to make effective decisions. You will learn the different presentation features that can be used to ensure that information is understood clearly in an objective way so that it is not misinterpreted. You will develop your understanding of how to represent information in different ways to give it more meaning.

Learning outcomes 

• A Understand how data is collected and used by organisations and its impact on individuals B Be able to create a dashboard using data manipulation tools 
• C Be able draw conclusions and review data presentation methods.

Component 3 – This is an external exam component. Learners will explore how organisations use digital systems and the wider implications associated with their use.

This component will give you an opportunity to explore how the developments in technology over recent years have enabled modern organisations to communicate and collaborate more effectively than ever before. The component is designed to allow you to explore the digital systems available to organisations and how their features have an impact on the way organisations operate. You will explore how developments in technology have led to more inclusive and flexible working environments, and how regulation and ethical and security concerns influence the way in which organisations operate. You will analyse information in a range of vocational contexts so that you develop a greater understanding of the use of digital systems by organisations and so that you are able to make reasoned judgements on the systems. In this component, you will learn about how organisations can use technology safely and about the cyber security issues when working in a digital organisation.

Components 1 and 2 are non-exam internal assessments set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 6 hours of supervised assessment. 60 marks. 

Component 3 is an external assessment which provides the main synoptic assessment for the qualification. This is a 2 hour paper consisting of short answer questions with a total of 60 marks. 

The final grade awarded for a qualification represents an aggregation of a learner’s performance across the three components. The learner will gain a grade between a L1P to a L2D*.

• Software engineer
• Careers in IT support
• Data Analyst
• Marketing

The qualification is divided into three components:

• Component 1: Human Lifespan Development

• • Covers physical, intellectual, emotional, and social development across life stages.
  • Explores factors affecting growth and development.
  • Assessed through internally marked controlled assessment.

• Component 2: Health and Social Care Services and Values

• • Introduces different health and social care services.
  • Examines principles such as dignity, confidentiality, and safeguarding.
  • Assessed through internally marked controlled assessment.

• Component 3: Health and Wellbeing

1. • Focuses on health indicators (e.g., BMI, blood pressure) and lifestyle improvements.
   • Involves a synoptic assessment where students create health plans for individuals with different health and wellbeing goals. 
   • Externally assessed through a written exam.

The BTEC Tech Award Level 1/2 in Health and Social Care is assessed through a combination of internally and externally assessed components. The assessment structure for this qualification is as follows:

Component 1: Human Lifespan Development (30%)

• Assessment Type: Internally assessed (coursework)
• What it covers: This component explores human growth and development across the lifespan, from infancy to older adulthood, including physical, intellectual, emotional, and social aspects of development.
• Assessment Format: Students will complete assignments that require them to understand the stages of human development and the factors that can influence them. This might include written reports, case studies, or research tasks.

Component 2: Health and Social Care Services and Values (30%)

• Assessment Type: Internally assessed (coursework)
• What it covers: This component focuses on understanding the role and provision of health and social care services. Students will also explore the principles and values of care that should be applied in practice, such as dignity, respect, and promoting rights.
• Assessment Format: Students will complete tasks such as research projects, case studies, and assignments that assess their understanding of services and values. They may need to evaluate real-world examples of care practice.

Component 3: Health and Wellbeing (40%)

• Assessment Type: Externally assessed (exam)
• What it covers: This component focuses on factors affecting health and wellbeing, such as lifestyle choices, the impact of different conditions and illnesses, and how to improve health and wellbeing through intervention plans.
• Assessment Format: The assessment is in the form of an externally set exam. The exam includes multiple-choice, short-answer, and extended-answer questions, often based on case studies. Students may need to propose health improvement plans for individuals, considering their specific needs.

Summary of Assessment:

• Component 1: Internally assessed coursework (30%)
• Component 2: Internally assessed coursework (30%)
• Component 3: Externally assessed exam (40%)

The qualification is graded from Level 1 Pass to Level 2 Distinction, with the final grade determined by a combination of coursework (internally assessed) and the exam (externally assessed).

With Further Education (BTEC Level 3’s, A-Levels, or Apprenticeships)

• Nursing (Adult, Child, Mental Health, Learning Disability)
• Midwifery
• Paramedic Science
• Social Work
• Public Services

With Apprenticeships or Additional Training

• Healthcare Assistant
• Care Worker/Support Worker (Residential homes, home care, or community care)
• Pharmacy Assistant
• Mental Health Support Worker
• Teaching Assistant

Entry-Level Roles After the Qualification

• Customer Service Roles in Healthcare (e.g., Receptionist in a GP surgery or hospital)
• Nursery Assistant
• Care Assistant in Residential Homes or Home Care

The OCR Sports Studies course is the equivalent to 1 x GCSE. The course is made up of mandatory and specialist units which will be both internally and externally assessed. Assessments are divided into three different units. Students will either be assessed by coursework or an exam. The coursework assessment can be resubmitted so are therefore completed first and grades are submitted in year 10 and 11. This course is not graded traditional via numbers, instead students are awarded a pass, merit and distinction depending on their success in each unit.

R184: Contemporary issues in sport 

This is assessed by an exam. By completing this unit you will understand a range of topical and contemporary issues in sport, including learning about participation levels and barriers to completing sporting activities. You will also learn how participation is impacted by the promotion of values and ethical behaviour, about the role of high-profile sporting events, the role of national governing bodies and how technology is used within sport. 

R185: Performance and leadership in sports activities 

This is assessed by a set assignment. In this unit you will have an opportunity to develop your skills both as a performer in two different sporting activities, and as a leader, developing a range of transferable skills. You will work both independently and as part of a team, including communicating with team mates as well as being in front of an audience when you perform. You will perform under pressure, both as a participant and as a leader, and will use your initiative to solve problems and make decisions. Finally, you will deal with rapidly changing conditions and situations. 

R186: Sports and the media 

This is assessed by a set assignment. In this unit you will understand the different sides of a range of media sources and apply real life examples to show the nature of the relationship between media and sport. You will also learn how rapid development in technology is enabling sport to be viewed, replayed and discussed whenever and wherever the spectator wants. You will then develop your ability to evaluate and interpret the different ways in which sport is represented by the media.

Start a career in the sport or leisure industry. The course will give you an understanding of the vast array of jobs that are available in the sports industry. It will also allow you to work and train in another chosen career. (This course is good preparation for work in any area).

Component 1: Exploring enterprises

• Understand how and why enterprises and entrepreneurs are successful
• Understand customer needs and competitor behaviour through market research
• Understand how the outcomes of situational analyses may affect enterprises.  

Topics covered:

• Size and features of SMEs
• Markets, sectors models and industries in which enterprises operate
• Ains and activities of enterprises
• Market Research to understand customer needs and competitor behaviour
• PEST and SWOT analysis

Component 2: Planning and pitching a micro-enterprise

• Choose an idea and produce a plan for a micro-enterprise idea
• Present a plan for the micro-enterprise idea to meet specific requirements
• Review the presentation of the micro-enterprise idea to meet specific requirements. 

Topics covered:

• Types of business ownership
• Aims and objectives
• Identifying a target audience
• The marketing mix
• Resources and financial information required
• Risk assessment and viability of the idea.

Component 3: Marketing and Finance for enterprise. 

• Understanding and application of knowledge of how SMEs promote and finance their business. 

Topics covered:

• Targeting and segmenting the market
• The 4 p’s of the marketing mix
• Financial documents
• Payment methods
• Revenue, costs and profit
• Profitability and liquidity
• Budgeting
• Cash flow & Breakeven analysis
• Sources of business finance.

Components 1 and 2 are assessed through non-exam internal assessment. Component 1 is assessed through a coursework pierce. Component 2 is assessed through a recorded presentation alongside a written review. 

Component 3 is an external assessment which provides the main synoptic assessment for the qualification. This is a 2 hour paper consisting of short answer questions with a total of 60 marks. 

The final grade awarded for a qualification represents an aggregation of a learner’s performance across the three components. The learner will gain a grade between a L1P to a L2D*.

Entrepreneurial roles, chartered management accountant,banking, human resources, insurance underwriters, retail manager, marketing executive and many more.

This course is made up of three components.

Component 1: Understanding Theatre (Written exam 40%)

In this unit, students will develop their knowledge of drama and theatre, as well as studying a set play, learning how to apply their own ideas to the text. Students will also be evaluating the work of live theatre makers, visiting theatres to experience different styles of live theatre.

Component 2: Devising Theatre (Practical 40%) Internally Assessed

In this unit, students will create a piece of theatre, Analysing, Performing and Evaluating their own work. They can contribute as a Performer, Lighting Designer, Set Designer, Costume Designer and Sound Designer.

Component 3: Text in Practice (Practical 20%) Externally Assessed 

In this unit, students must perform two extracts for a play which will be chosen to suit the performers ability. Students can contribute as a Performer, Lighting Designer, Set Designer, Costume Designer and Sound Designer.

Over the course of two years you will explore different techniques and styles to allow you to explore theatre at a mature level, you will student further than the components listed, working practically developing an appreciation of how theatre can be developed and performed. Over the course you will have the opportunity to watch live theatre and participate in workshops to see how culture is ever changing in the world of theatre, and how you can use what you see in your own creations.

• Component 1 – 40% – externally assessed written exam (year 2)
• Component 2 – 40% – internally assessed performance and coursework (year 1)
• Component 3 – 20% – externally assessed performance (year 2)

Drama is a fantastic course which leave you open to a multitude of different career options

• Post 16: Drama and Theatre A Level, Btec Level 3 Production or Performance
• Higher education: Drama and Theatre based courses at degree level. Drama supports university applications showing your ability to work collaboratively, work to deadlines, and thinking of creative solutions.
• Careers: Drama displays to many employers that you have spent time developing key fundamental skills that are needed in all jobs at all levels such as critical thinking, problem solving and time management. Many students who study drama go into a variety of different careers supported by their skills learnt in the drama classroom.

AQA organizes its learning into four broad Areas of Study (AoS). Instead of just memorizing a few pieces, students learn the “DNA” of these styles:

• AoS 1: Western Classical Tradition 1650–1910:
  The foundations of music, including the Coronation Anthems of Handel, the symphonies of Haydn, and the piano music of Chopin.
• AoS 2: Popular Music:
  Exploring the evolution of the “hit,” from the Rock n’ Roll of the 1950s to Heavy Metal, Hip-Hop, and modern-day Pop.
• AoS 3: Traditional Music:
  A global journey through British Folk music, African drumming, Caribbean Reggae, and Latin American styles.
• AoS 4: Western Classical Tradition since 1910:
  Breaking the rules with modern composers like Aaron Copland and exploring the innovative world of Minimalism.

The AQA assessment is divided into three components. It is highly rewarding for students who are active performers and enjoy creative experimentation.

1: Understanding Music:
40% of grade
An exam with listening exercises. You will listen to clips of music and answer questions on how the elements of music are used.

2: Performing Music:
30% of grade
You will submit two performances: one solo and one as part of an ensemble (group). Total time: 4–7 minutes.

3: Composing Music:
30% of grade
You will write two pieces: one to a brief set by AQA and one “free composition” in any style you choose.

GCSE Music is a “facilitating subject” for many creative industries. It proves to employers that you have the resilience to practice a skill, the confidence to perform, and the analytical mind to deconstruct complex information.

Career Paths:

• Music Industry: Touring musician, songwriter, sound designer, or radio broadcaster.
• Technology: Audio engineering, software development for music apps, or acoustics consultancy.
• Events & Business: Festival coordination, arts management, or copyright law.
• Therapy & Community: Music therapy (supporting mental health and neurodiversity) or community arts leadership.
• Broadening Horizons: Statistics show that music students often excel in Mathematics and Medicine due to the high-level pattern recognition and motor skills developed during the course.